Lesson One

Lesson Plan Information

Teacher: Stevie Darling
Title: Nets of Three-Dimensional Figures
Grade: 6th
Subject: Math
Topic: Geometry
State Standard (CCSS):
● CCSS.MATH.CONTENT.6.G.A.4
○ Represent three-dimensional figures using nets made up of rectangles
and triangles, and use the nets to find the surface area of these figures.
Apply these techniques in the context of solving real-world and
mathematical problems.

Lesson Objectives
● When given three-dimensional figures, students will be able to write the name of
the figure represented by a net or solid with 80% accuracy in 3 out of 3 trials.

Required Materials
Include materials for teacher and students.
● Plastic unfolding 3D figures and nets
o A rectangular prism, triangular prism, square pyramid and triangular
pyramid for each group of tables
● GoMath! textbook
o Including practice work from page 417, # 2-5
o Exit Question page 417 #1
● SmartBoard with 11.1 lesson presentation slides
● Notebook paper for each student
● Pencils for each student

Anticipatory Set (5 points)

As students gather their materials, I will distribute a rectangular prism, triangular prism,
square pyramid and triangular pyramid to each group of tables. Each group will analyze
a different three-dimensional figure. As a group, they will write down attributes of their
given figure. After five minutes of analyzing, I will bring the attention to the front of the
room and have a presenter from each group describe their figure to the class one at a
time. I will write a list of key attributes on the board and label the list with the appropriate
name for the figure.The students will be instructed to write the lists in their notes as well.

Body
Input
Before beginning this lesson, students will have finished a lesson on area. They will
have learned to find the area of two-dimensional figures, such as parallelograms,
triangles, and trapezoids. I will have also pre-taught necessary vocabulary such as two-
dimensional figure, three-dimensional figure, edge, vertex and face.

Model
I will instruct students to open their books to page 415. I will give students a scenario on

1
the Smartboard, that is also in their books, that a designer had to use a net to create the
artwork for a cereal box. I will begin by looking at the front and back faces of the box and
tell students that I see this prism’s front face is a rectangle and the back face is a
rectangle. Students will be instructed to write the shape that makes up each face in their
notes. I will show the sides of the box and ask students what shapes make up the side
faces. I will call on a student to tell me that rectangles make up the side faces. I will then
ask students what shapes make up the top and bottom faces. I will call on a student to
tell me rectangles.

Check for Understanding

My co-teacher and I will circulate around the class to ensure students are correctly filling
out the notes in their book or on their notebook paper and staying on task. I will also call
on students strategically, rather than only volunteers who know the answers to my
questions, to ensure non-volunteers are on task and understand the content. As I
circulate, I will ask students questions to further engage their thinking.

Guided Practice
Using the SmartBoard, I will present two examples to be completed for guided practice.
In the first example, a pyramid will be projected. I will ask one student to identify the
shape of base and another student to identify the lateral faces. I will continue to
strategically call on different students to answer to ensure all students are on task.
Students will be instructed to write the faces in their notes. Using the notes taken during
the “anticipatory set,” students will silently write the figure they believe it is. Both the co-
teacher and I will circulate the room to check answers. If a student has a
misunderstanding of the figure, we will help the student recognize their mistake and
understand the correct answer. Once everyone has been checked, I will write the
answer, “triangular pyramid” on the board.

The next example projected will be a prism. Students should write the answers to the
prompts in their notes independently. The co-teacher and I will circulate the room to
ensure students are answering the prompts correctly and guide students who may be
struggling. After everyone has answered the questions, I will write the appropriate
answers on the board.

Independent Practice
Students will be instructed to complete problems two through five on page four-hundred
seventeen with a partner, teacher or by themself. I will pull a small group to the table in
the front of the class to work with me. Students will have access to three-dimensional
models that look similar to the figures depicted in their textbooks. Students may explore
these models alone, with a partner, or with my guidance to understand the figure in the
book.
Assessment
I will collect data from the problems completed during independent practice. Before the
students leave, they will complete an exit problem. This is number one on page four-
hundred seventeen of the GoMath! Textbook. Every students’ answer will be checked
before they leave. If the exit a student’s answer is incorrect, he or she will be given the
opportunity to correct their answer after receiving immediate feedback. Teacher will
document students exit question data as “correct,” “incorrect,” and “fixed.”

Instructional Technology

2
 ● Powerpoint Presentation projected on the SmartBoard

GDifferentiated Instruction Strategies & Universal Design for Learning

If a student struggles with the nets given in the book, the net will be drawn a more
familiar way. I will then ask the student to compare the two nets and tell me what they
have in common.

In this lesson, I will provide multiple means of representation. I will verbally explain the
features of different three-dimensional figures and then write the features on the board. I
will show three-dimensional models and nets that correspond the figure depicted in the
book. I will be supporting students who process information the best auditorily, visually,
and kinesthetically.

I will provide multiple means of action and expression by giving students the opportunity
to take written notes and express their thoughts verbally with their peers and teachers.
The anticipatory set activity may be difficult for some students. I will provide prompts,
such as “tell me what you notice about the faces and vertices” instead of “give me some
attributes of this figure.” Teachers will be monitoring the room providing feedback and
asking more in-depth questions about the features students are noticing.

I will also provide multiple means of engagement. I recruit interest in my anticipatory set
by allowing students to explore figures and express their individual thoughts about each
figure. Students will be stopped between examining each figure to ensure students
remain on-task and apply their thoughts. Students are given a sense of responsibility
because I will use the characteristics that students give me to develop definitions of
each figure.

Lesson Two
Lesson Plan Information
Teacher: Stevie Darling
Title: Surface Area of Prisms
Grade: 6th
Subject: Math
Topic: Geometry
State Standard (CCSS):
● CCSS.MATH.CONTENT.6.G.A.4
○ Represent three-dimensional figures using nets made up of rectangles
and triangles, and use the nets to find the surface area of these figures.
Apply these techniques in the context of solving real-world and
mathematical problems.

Lesson Objectives
● When given the dimensions of prism, students will be able to find the area of
each face and total them to find the surface area with 80% accuracy in 2 out of 2
trials.

Required Materials
Include materials for teacher and students.
● Plastic unfolding nets

3
 ● GoMath! textbook
o Including practice work from page 425 #1-3 and 426 #8-9
o Exit Ticket page 425 #4
● Smartboard with the “Surface Area of Prisms” PowerPoint presentation
● Notebook paper
● Calculators for each student
● Pencils for each student

Anticipatory Set
In order to engage my students in this lesson, I will have them complete a review
problem that requires them to access prior knowledge. This review problem is from last
unit and is similar to processes they will be using this unit. A composite figure will be
projected onto the SmartBoard and also in the guided notes. Before students begin, I will
remind students to think of the chart they made last unit to find the area of composite
figures. If they are struggling to remember, I will write the chart on the board. Once
students have found the answer, I will have a volunteer complete the problem on the
board. I will then relate the previous unit to the current unit by saying, “when we find the
area of composite figures, we have to find the area of each shape and then add those up
to find the total area. When I say go, I want you to discuss with your table how finding
the area of 3D figures could be similar. Go.” After about three minutes, I will redirect the
class back to the front of the room. I will call on a student to give me their group’s
answer. I will then explain that when we find the area of a three-dimensional figure we
are finding what is called surface area. We must find the area of each face, including
bases, and then total them all together. I will then read the learning targets of the day.

Body
Input
In fifth grade, they learned names of shapes of three-dimensional figures. Prior to this
lesson, students will have learned to find the areas of parallelograms, triangles and
trapezoids. They will have also had experience finding the area of composite figures
using a method much like the one they will use for surface area.
Model
Projected on the SmartBoard and also found in each students’ notes will be an “Unlock
the Problem” that I will demonstrate how to solve. A net of a rectangular prism is given
with its dimensions. I will first ask students what kind of three-dimensional figure is
shown. Once I receive the accurate answer, I will unfold a plastic net of a rectangular
prism and explain that it is in fact a rectangular prism because it has two bases and the
lateral faces are rectangles. The faces of the net are labeled A-F. In my Face, Formula,
Area chart that is projected on the board and in the guided notes, I will write the labels
and the names of each face and base in the “Face” column. I will instruct students to do
the same. I will then, write the formula for the first face listed. Because every shape is a
parallelogram, I will explain to students that I do not to write the formula five more times.
Starting with shape “A,” I can begin replacing the variables with the given numbers. After
my numbers are plugged in and written on the board, I will solve for the area. I will then
move on to shape “B.” I will describe that I have to use the connecting edge to find the
height of this rectangle since it is not directly given. I will plug in my numbers and then
solve for the area. I will ask for help from different students for shapes “C,” “D,” “E,” and
“F.” Before moving on, I will inform students that I have congruent faces, therefore, if i

4
 know the area of one, I will not have to find the area of the other.
Check for Understanding
The co-teacher and I will circulate the room as students are filling out their guided notes.
I will strategically call on students during the modeling demonstration and guided
practice to answer questions.
Guided Practice
I will present two examples to be completed for guided practice. In Example 1, a net of a
triangular pyramid will be projected. I will begin by asking the class what is the first step I
should take to solve this problem. I will lead the students to tell me to label the faces and
bases. I will strategically ask different students to identify one shape they see. As they
tell me a shape, I will write it in the “Face” column of the Face, Formula, Area chart with
the label included. I will the start with shape “A” by having a student give me the formula.
I will write down the formula and then plug in to solve. The co-teacher and tutor will be
circulating around the room to make sure students are following. After the area for “A” is
found, I will ask students which labeled shape is congruent. The students should tell me
shape “E.” I will continue this process until all of the areas are found. I will instruct the
class total the areas together to find the surface area.

In Example 2, I will have students draw the net of the shape shown. I ask students what
the first step to solve this problem is. Once a student tells me I need to label the faces, I
will label them A-E on the board. I will then instruct students to try this problem on their
own. As they are solving, the co-teacher, tutor and I will circulate the room and provide
guidance where it is needed. When everyone has finished the problem, we will solve it
together using the same process in the model and Example 1.

Independent Practice
Students will be instructed to work alone or in the presence of a teacher on problems
one through three on page 425 and eight through nine on page 426 of the GoMath!
Textbook for independent practice. Students in small group should do one problem at a
time, then have a teacher check their answer to receive immediate feedback.

I will work with a small group during independent practice to give more support and
immediate feedback.
Assessment
The number of questions answered correct out of the total number of questions in the
independent practice will be documented.

Problem number four on page 425 of the GoMath! textbook will be the exit question.
Every students’ answer will be checked before they leave. If the student’s answer is
incorrect, he or she will be given the opportunity to correct their answer after receiving
immediate feedback. The co-teacher and I will document students exit question data as
“correct,” “incorrect,” and “fixed.”

Instructional Technology
● PowerPoint lesson

Differentiated Instruction Strategies & Universal Design for Learning

Students will be encouraged to use the models and nets to draw nets in the textbook. I
will use colored pencils to outline faces that are difficult to see within the figure.

5
In this lesson, I will provide multiple means of representation through auditory and visual
modes. Processes will be explained verbally as well as demonstrated on the board. The
graphic organizer, or the Face, Formula, Area table, is another way for students to see
and apply learned information. All students will have access to three-dimensional models
and nets if needed.

I will provide multiple means of action and expression by giving students the opportunity
to take written notes and express their thoughts verbally with their peers and teachers.
The anticipatory set activity allows students to access prior knowledge and make
connections and inferences about problem solving in the current lesson. Students may
write their answers, verbally explain their answers, and/or use models in the class to
help justify their answers. Teachers will be monitoring the room providing feedback and
asking more in-depth questions about the features students are noticing. Students are
permitted to use a calculator.

I will also provide multiple means of engagement. I recruit interest in my anticipatory set
by prompting students to draw upon prior knowledge to justify their independent
thoughts about connections to this lesson segment. I will call upon volunteers to answer
questions of higher complexity but call on students strategically to keep engagement of
all for questions of lower complexity, such as “what shape is this the shape of this face?”
Students may also choose to work in the small group setting. They will receive feedback
and support as needed. They will not simply be given answers or the process to an
answer. They will receive prompts such as, “what is the first thing you need to do when
solving surface area before anything else?” If they do not know they should make a
table, I will ask them to show me their notes and tell me what was the first thing they did
there.

6
 Lesson Three
Lesson Plan Information
Teacher: Stevie Darling
Title: Surface Area of Pyramids
Grade: 6th
Subject: Math
Topic: Geometry - Surface Area
State Standard (CCSS):
● CCSS.MATH.CONTENT.6.G.A.4
○ Represent three-dimensional figures using nets made up of rectangles
and triangles, and use the nets to find the surface area of these figures.
Apply these techniques in the context of solving real-world and
mathematical problems.

Lesson Objectives
● When given the dimensions of pyramid, students will be able to find the area of
each face and total them to find the surface area with 80% accuracy in 3 out of 3
trials.

Required Materials
Include materials for teacher and students.
● SmartBoard with lesson presentation
● GoMath! Textbook
o Including practice work from page 429 #1-3, 5
o Exit Question 429 #4
● Notebook paper
● Pencils for each student
● Calculators for each student

Anticipatory Set
Students will begin with a review problem from lesson two. I will ask students how
finding surface area of pyramids will be similar and different to finding surface area of
prisms. I will lead students to tell me that they will have to use a table again and that
instead of all rectangles they will be using triangles as well. We will then further explore
square pyramids and triangular pyramids and where they’ve seen or know they exist in
the real world. Some students should tell me Egyptian pyramids. I will then explain the
learning targets for the day’s lesson.

Body
Input
Students will have learned to find area of parallelograms, rectangles and trapezoids.
They will have also had experience exploring three-dimensional figures and their nets.
Model
I will begin the lesson with a problem to unlock. On the Smartboard, a word problem will
be projected as well as the net of the three dimensional figure and the Face, Formula,
Area chart. I will read the word problem aloud to the class. I will then point out the
dimensions given in the word problem. I will label the net to correspond to the word
problem. I will then begin filling out the Face, Formula, Area chart asking students for the
first shape they see, the formula, and the numbers that should be plugged in. I will
continue this process for the rest of faces. I will ask students what I need to do to finish

7
 the problem. Once a student responds that I need to add to find the total, I will give them
time to complete the answer. I will call on a student to share his or her answer.

I will then explain the definition of lateral area and inform students that we do not always
need to know the area of the base in some instances. Students should write the
definition that I write in their notes. I will then have students discuss the difference
between finding the surface area and lateral area of a three-dimensional figure in a
think-pair-share. I will ask a student to share.
Check for Understanding
Teachers and the tutor will be circulating the room to ensure students are taking
appropriate notes. I will be strategically calling on students to ensure all students are
engaged and participate.
Guided Practice
Projected on the Smartboard, will be triangular pyramid and a word problem. The
example prompts students to find the lateral area of the pyramid. When reading the word
problem to students, I will put emphasis on “the bottom will be left open.” I will then ask
students if we need to find surface area or lateral area. I will instruct them to answer by
clasping their hands together for surface area, or showing be their palms if they believe
it is lateral area. After students respond, I will explain that because we do not need to
find the area of the bases, since nothing is there, I will need to find lateral area. I will
then proceed to solve the problem on the board by asking students the shape of the
lateral faces. I will then ask students how many congruent faces there are. I will then let
students solve the rest of the problem alone as the co-teacher, tutor and I circulate the
room. When the students have solved the problem, I will ask a student for the answer
and write it on the board.
Independent Practice
In the presence of a teacher to receive limited support or independently students will
complete problems #8-10 and #12 on page 430 of their textbook. They should have a
teacher check their answer after each problem.
Assessment
The independent practice work will be documented. Students will also be required to
complete an Exit Question before leaving class. Teachers will walk around the room to
document if a student answered the problem correct or incorrect. Students will have the
option to fix their exit question after immediate feedback. Fixed problems will be
documented as such.

Instructional Technology
● Powerpoint lesson on SmartBoard

Differentiated Instruction Strategies & Universal Design for Learning (5 points)

Students will be encouraged to use the models and nets to draw nets in the textbook. I
We will use colored pencils to outline faces that are difficult to see within the figure.

In this lesson, I will provide multiple means of representation through auditory and visual
modes. Processes will be explained verbally as well as demonstrated on the board. The
graphic organizer, or the Face, Formula, Area table, is another way for students to see
and apply the learned information. All students will have access to three-dimensional
models and nets if needed.

8
I will provide multiple means of action and expression by giving students the opportunity
to take written notes and express their thoughts verbally with their peers and teachers.
The anticipatory set activity allows students to access prior knowledge and make
connections and inferences about problem solving in the current lesson. Students may
write their answers, verbally explain their answers, and/or use models in the class to
help justify their answers. Teachers will be monitoring the room providing feedback and
asking more in-depth questions about the features students are noticing. Students are
permitted to use a calculator.

I will also provide multiple means of engagement. I recruit interest in my anticipatory set
by prompting students to draw upon prior knowledge to justify their independent
thoughts about connections to this lesson. Students will participate in a think-pair-share
to express their thoughts to their peers and teachers as well as actively listen to others. I
will call upon volunteers to answer questions of higher complexity but call on students
strategically to keep engagement of all for questions of lower complexity, such as “what
shape is this the shape of this face?” Students may also choose to work in the small
group setting. They will receive feedback and support as needed. They will not simply be
given answers or the process to an answer. They will receive prompts such as, “what is
the first thing you need to do when solving surface area-- before anything else?” If they
do not know they should make a table, I will ask them to show me their notes and tell me
what was the first thing they did there.

9
10
 Lesson Four
Lesson Plan Information
Teacher: Stevie Darling
Title: Volume
Grade: 6th
Subject: Math
Topic: Geometry
State Standard (CCSS):
● CCSS.MATH.CONTENT.6.G.A.2
○ Find the volume of a right rectangular prism with fractional edge lengths
by packing it with unit cubes of the appropriate unit fraction edge lengths,
and show that the volume is the same as would be found by multiplying
the edge lengths of the prism. Apply the formulas V = l w h and V = Bh to
find volumes of right rectangular prisms with fractional edge lengths in the
context of solving real-world and mathematical problems.

Lesson Objectives
● Students will be able to find the volume of rectangular prisms in which their
dimensions include fractions using the appropriate formulas, V=lwh or V=Bh with
80% accuracy in 3 out of 3 trials.

Required Materials
Include materials for teacher and students.
● Smartboard with lesson slides
● GoMath! Textbook
o Including practice work from page 439 #3-8
o Exit Ticket Page 439 #2
● Notebook paper
● Calculators for each student
● Pencils for each student

Anticipatory Set
I will give groups of students different rectangular prisms and ask student to try to
estimate how many unit cubes could fit in the prism without any gaps or overlaps. Before
beginning students will be instructed to think about how they found volume in science
class. Students will explore their prisms for about five minutes. I will then direct the
attention of the class back to me and ask students for strategies they used to make their
guesses. After two or three students have shared, I will then explain that today we will
learn how to determine how much space can be occupied within a prism.

Body
Input
Students will have had experience exploring three-dimensional figures. They will have
learned how to find surface area in prior lessons of the same unit. In previous units and
in fifth grade, student will have had experience working with fractions by converting
mixed numbers to improper fractions and multiplying fractions.
Model
I will start by unlocking a problem. A rectangular prism and its dimensions will be
displayed on the Smartboard. I will explain to students the steps to find volume. I will
give them the formula for finding volume when a problem gives length, width and height.

11
 I will then plug in each number for the corresponding variable. I will ask students to
calculate the volume and then I will ask one student for the answer. I will ask students to
give me a thumbs up or down if they received the same answer. If students agree, we
will continue with the problem. If students disagree, I will pull up the smartboard
calculate and instruct students to watch how I type in the numbers. When the correct
answer is found, I will explain to students how to label when finding volume is units
cubed.

The next example I will model is a rectangular prism with the area of the base and the
height given. I will then explain another formula students may have to use when finding
volume, V=Bh. I will ask students what the shape of the shaded part of prism is. When
they respond rectangle, I will ask them for the formula. I will tell students if the
dimensions of the rectangle were 4½ by 2, the area would be 9. I will then ask the
students to find the volume using both formulas. I will ask one student to give me their
answer and use thumbs up and thumbs down to see if the rest of the class agrees.
Students should be able to make the connection that you can find the volume when
given base and height.
Check for Understanding
I will use thumbs up and thumbs down to see if students calculated the correct answers.
The co-teacher, tutor and I will circulate the room to ensure students are taking the
appropriate notes. I will strategically call on all students to answer questions of varying
difficulty to gauge which students understand and which do not.
Guided Practice
A cube will be displayed on the board for the third example. I will have students use one
of their formulas to complete the problem. The co-teacher, tutor and I will circulate the
room and ask students which formula they used and why. Once everyone has
completed the problem, I will have one student share their answer.
Independent Practice
Students should complete problems 3-8 on page 439 of the GoMath! Textbook.
Students
will have the option to complete their practice work with a teacher or independently, but
they must have their answers checked before leaving.
Assessment
Students scores on independent work will be documented. If students answer a problem
incorrectly, students will be given immediate feedback and should correct their answer.
A fixed answer in the independent work will count as correct.

Students will be given an exit ticket before leaving. If a student answers correct, it will be
marked as such. If a student answers incorrect, he or she will be given the chance to fix
their answer. If it is correct the second time, then it will be documented as fixed. If a
student answers incorrect and chooses not to correct or does not correct it in time, it will
be marked as incorrect.

Instructional Technology
● Powerpoint lesson

Include plans for teaching toward generalization, maintenance and/or self-directed use of
knowledge and skills
Students will not be given a volume formulas on the test so students need to work on
maintaining the skill of finding volume. This will be done through homework and the

12
 review day. Students are given the opportunity to work on homework every day which is
content related to support maintaining the skills they have learned throughout the
segment. Intervention packets are completed weekly that include a variety of math
problems. Students will see problems pertaining to surface area and volume in following
weeks.

Differentiated Instruction Strategies & Universal Design for Learning

Some students will be encouraged to use nets and colored pencils to outline faces.

Number eight in the practice work is a challenge problem. This problem will be given to
students who need extended learning.

13
 Lesson Five

Lesson Plan Information

Teacher: Stevie Darling
Title: Review of Surface Area and Volume
Grade: 6th
Subject: Math
Topic: Geometry
State Standard (CCSS):
● CCSS.MATH.CONTENT.6.G.A.2
○ Find the volume of a right rectangular prism with fractional edge lengths
by packing it with unit cubes of the appropriate unit fraction edge lengths,
and show that the volume is the same as would be found by multiplying
the edge lengths of the prism. Apply the formulas V = l w h and V = b h to
find volumes of right rectangular prisms with fractional edge lengths in the
context of solving real-world and mathematical problems.
● CCSS.MATH.CONTENT.6.G.A.4
○ Represent three-dimensional figures using nets made up of rectangles
and triangles, and use the nets to find the surface area of these figures.
Apply these techniques in the context of solving real-world and
mathematical problems.

Lesson Objectives
● When given multi-step mathematics problems involving Surface Area and
Volume, students will solve the problems with 80% accuracy on 2 out of 2 trials.

Required Materials (3 points)

Include materials for teacher and students.
● GoMath! Textbook
o Including practice work from pages 445-448
● Notebook paper
● Calculator for each student
● Pencils for each student

Anticipatory Set
The review lesson will begin with a brief overview of the content learned in the learning
segment. I will present students with various three-dimensional models and ask them to
give me the name of each. I will remind students that the shape of the base gives you
the name of the figure. I will ask students the first step in finding surface area. They
should tell me to make a table. I will explain that they should count all the faces of the
figure to make sure they each face is listed in their table. I will ask students for the two
formulas for volume and how I know which one I should use.

Body
Input
Students are now equipped with the information from Lesson One through Four to
complete the review.
Model
Students are not learning a new skill that will be modeled. I will show students again how

14
 to make a Face, Formula, Area table.
Check for Understanding
Students should have each page checked before moving on to the next. They can have
their work checked more frequently. Although I will be working with a small group, the
Title-I tutor will be monitoring the room ensuring everyone is on task and asking for help
when needed. The co-teacher and I will be checking students work.
Guided Practice
Some students may need more support than others. They can receive additional support
in the small group.
Independent Practice
Students will be instructed to complete problems two through seventeen, excluding
number thirteen on pages 445 to 447. Students may complete problems alone or in the
small group. Students in the small group will work at their own pace but receive closer
monitoring to stay on task and be able to have their questions answered more promptly.
Assessment
Students scores of review problems will be documented after they finish they last page.
Students have the opportunity to correct incorrect answers.

Instructional Technology
● Powerpoint
○ Directions for the day’s tasks will be projected on the smartboard for
student reference

Differentiated Instruction Strategies & Universal Design for Learning

I will also stamp shapes next to work problems when no figure is provided.

I provide multiple means of representation by vocally explaining the day’s tasks as well
as projecting them on the smartboard for student to refer to.

I provide multiple means of engagement by giving students the choice of working alone
or in small group. Students are also given feedback after completing each page of their
textbook review or more frequently if they choose. This means students can use
feedback to re-evaluate their work and correct their answers.

I provide multiple means of action and expression by teaching the skill of creating a table
to solve surface area problems. Students are not required to make a table but this will
help students organize their work. Students may also receive support in constructing
written responses. If they verbally tell a teacher their answer, we will help the student
write their ideas in words.

15